Journal of Applied Linguistics and Language Research Volume 3, Issue 6, 2016, pp. 305-318 Available online at www.jallr.com ISSN: 2376-760X * Correspondence: Niloofar Dehghani, Email: nilofardehghani66 gmail.com © 2016 Journal of Applied Linguistics and Language Research The Effect of Metacognitive Strategy Instruction on Iranian Intermediate EFL Learners' Metacognitive Awareness in Listening Amir Mohammadian Assistant Professor, Chabahar Maritime University, Iran Hooshang Khoshsima Associate Professor, Chabahar Maritime University, Iran Niloofar Dehghani * MA in TEFL, Chabahar Maritime University, Iran Abstract The major purpose of this study is to investigate the effect of metacognitive strategy instruction on Iranian intermediate EFL learners’ metacognitive awareness in listening. Hence, 31 male and female learners majoring in English Translation at Chabahar Maritime University were selected. The participants were randomly divided into two control and experimental groups. Their proficiency level was established via administering TOEFL general proficiency test. Moreover, their listening homogeneity was ensured using another TOEFL listening pre- test as the screening pre-test. After that, MALQ questionnaire relating to listeners' metacognitive awareness was administered as a pre-treatment questionnaire. Then, the treatment was implemented and the experimental group enjoyed MSI by implementing authentic materials for about ten 45-minute sessions. The control group used the same materials except for being instructed metacognitive strategies. At the end of the study, students of both groups were administered MALQ questionnaire again to examine the status of participants' listening metacognitive awareness. The results of the study revealed that MSI boosted the experimental students' listening metacognitive awareness significantly in comparison to the control group's learners. Keywords: listening comprehension, strategy, listening strategy, metacognitive strategy INTRODUCTION Listening is an essential part of foreign language learning procedure, and it has as well been described as a dynamic procedure throughout which students build meaning from oral input (Bentley & Bacon, 1996). Those who investigated on first language acquisition agree that listening is the basis for language learning. There are many ways that we can promote listening comprehension amongst which is using learning strategies. One of these strategies is listening comprehension strategies which are universal actions,